Dialogue of Knowledges and Pedagogy of the Territory in the struggles for autonomy and sovereignty in the Global South
DOI:
https://doi.org/10.58313/masquedos.2025.v10.n13.428Keywords:
Dialogues of Knowledge, Pedagogy of Territory, agrarian movements, autonomy, sovereigntyAbstract
In this article we reflect on the conception and practice of Dialogues of Knowledge in the context of agrarian struggles in the Global South. We emphasize the educational, pedagogical and political dimension of Dialogues of Knowledge in the formation of an historical-political subject, in the construction of a critical conscience and in the formulation of political projects of an emancipatory nature. To this end, we take the case of La Via Campesina as the concretization of Dialogues of Knowledge in the context of the struggle in defense of land, food sovereignty and territorial autonomy. We also highlight that territory constitutes the epicenter of the meanings attributed to the agrarian struggle, at the same time as it is the pedagogical mediator of the Dialogue of Knowledge, since, by claiming the defense of land, territory, autonomy and sovereignty, the Pedagogy of the Movement and the Pedagogy of Territory are pedagogical devices that put in motion the set of knowledges and wisdoms of agrarian movements.
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